ERIC EJ814446: Through New Lens: Young Adolescent Girls' Perceptions of Their School Experience in an Alternative Education Program

2008·0.05 MB·English

by  ERIC

INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 2 2008

THROUGH NEW LENS: YOUNG ADOLESCENT GIRLS’ PERCEPTIONS OF
THEIR SCHOOL EXPERIENCE IN AN ALTERNATIVE EDUCATION PROGRAM

Kaili Chen Zhang
The University of Hong Kong

The purposes of this study were to investigate female juvenile delinquents and
at-risk girls’ perceptions of their new school experience at a residential
alternative education program in Singapore. Participants’ views about the three
key components of the alternative school are presented. Student characteristics
and services offered at the school are also included. Implications and
suggestions are made for the planning and implementation of effective programs
and services for girls engaged in delinquent behaviors.

There are always multiple perspectives and viewpoints involved in defining and identifying what is
best practice in terms of interventions for youths engaged in delinquent behaviors. Some intervention
programs have focused on addressing academic issues, some have an emphasis on building stronger
bonds between the community and the young offenders, while others help girls leave prostitution
(Northwest Regional Educational Lab, 1998). Many services for youth offenders also include
development of vocational skills promoting the capacity of adolescences to sustain independence and
self-reliance. Perhaps the most promising success is the reports of alternative educational programs and
services which provide school systems an alternative to expelling or suspending youths in trouble, and
help them avoid future delinquent behavior.

Indeed, in recent years, alternative educational services have become increasingly popular in the U. S.
and other countries. They have grown because it has been recognized that helping youths develop
educational skills can be one of the most effective approaches to the prevention and intervention of
delinquency (e.g., Chesney-Lind & Shelden, 2004; Kentucky Center for School Safety, n.d.). School
difficulties and negative attitudes toward school, as evidenced by anti-social behavior, failing grades,
truancy, and dropping out, both reflect and contribute to at-risk behavior. Therefore, services that
support academic performance and remove barriers to the young offenders’ success in school are
essential components of intervention programs.

In recent years, another noteworthy phenomenon is the rapid increase in criminal behavior by young
women and girls which has made them the fastest growing segment of the juvenile justice system
(American Bar Association and National Bar Association, 2001). As the increase in female juvenile
delinquency shows, there is an urgent need to address the challenges facing at-risk young women and
girls. Yet, appropriate attention to intervention, supervision, and ongoing care of at-risk and delinquent
young women and girls has been lacking (Chesney-Lind & Shelden, 2004; Northwest Regional
Educational Lab, 1998). In addition, research on effects of alternative education for girls has received
relatively little attention from investigators.

In order to make educational services and programs more responsive to the specific needs of girls
engaged in delinquent behaviors, the first step involves examination of student perceptions and views.
In light of the literature review, this study was designed investigate female juvenile delinquent and atrisk
girls’ perceptions of their new school experience at a residential alternative education program in
Singapore. Responses from the participants are illustrative of their needs and suggest intervention
strategies that are valued by the students. Implications of this study will be valuable for alternative
programs and services for youths in the context of best practice.

In this study, the term young adolescents is operationally defined as young persons between childhood
and adulthood, i.e., those who are in the 12 to 19 age range. This term is used interchangeably with
teens, adolescents, and youths. Perception refers to view, opinion, attitude, and perspective.

Method
Setting
The research site was an alternative education program for at-risk girls and female juvenile delinquents
in Singapore. It was designed and implemented as a gender-responsive diversion program. Its
commitment was to give girls in trouble a second chance to pursue academic studies and to provide
them a temporary residential home away from home. Currently, it served an average population of 60,
grades 6 through 12, from various regions of Singapore. The following sections delineate the services
offered at the home.

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To meet the educational needs of juvenile delinquents and at-risk girls, an experiential learning
program was established at the research site in 2004. In addition to the learning program, two other
pillar elements, i.e., the personal development programs and mentoring services and support group
were also created to further address the concerns and conflicts young girls experience and help them in
their journey of learning and growth. This intense level of academic, emotional, and social support for
students at AG Home were designed to foster a pastoral environment among students at the home. The
following sections will briefly describe each of the three key programs.

Experiential learning program. AG Home offers each resident the opportunity to catch up with their
studies through the provision of the General Certificate of Education (GCE) N Level and O Level
academic courses. The current student-teacher ratio was 1:10. With a strong emphasis on visual and
experiential learning, corners dedicated to aquatic studies, botany and pet care were also set up.
Interested students also had opportunities to go on periodic visits to pet farms, beauty salons, and
various art studios. These specialized departments and experiential learning opportunities were
introduced to engage the students so that there is little idle time and their day is more interesting and
busier. The link between the experience and vocational training/employment was also another
emphasis as it was believed at the home that an orientation toward the future can serve as a protective
factor by allowing girls to look beyond immediate life circumstances.

Personal development program. Many of the girls at the home got into trouble due to the bad choices
they made. Indeed it is one’s core belief and values that motivates one to make good choices and do
what is right (Calhoun, 2004). In fact, many successful prevention initiatives are driven by deeply held
moral or religious beliefs (Calhoun). At the home, the personal development program was developed
with the recognition of the link between physical and moral, spiritual well-being and students’
readiness to learn and achieve. It adopted a Christian perspective and considered the challenges and
issues young girls face as they mature.

This program was also created to help the girls to look at life’s priorities and assess their personal
foundations. With this in mind, a series of workshops about personal, social, and health education
(PSHE) had been developed and conducted. From these workshops girls learned about healthy diets
and life styles, issues of morality and sexuality, parenting skills, as well as assertiveness skills,
communication and many other social skills. The PSHE curriculum also promoted the belief that
delaying sexual activity offers girls a protective factor against trauma, unwanted pregnancy, and other
risks that could lead to delinquency. The level of personal practice, discourses of Christianity and
feminism were interwoven in a way that was specifically intended to address the girls’ concerns about
sexual relationships and gender roles. For example, in the PSHE program, girls not only had
opportunities to talk about love, beauty, and chastity, they also learned that their worth and value are
not found in the image the media portray, but in the fearful and wonderful way that God made them,
and are, therefore, infinitely valuable. In addition, PSHE was also an integral part of school life of
which many aspects also contribute to the PSHE of the students. All students underwent one hour of
instruction, reflection and coaching from Monday to Friday in this area.

Mentoring services and support groups. These were the two other methods the research site used to
provide emotional and social growth opportunities for girls at the home. To help girls make a positive
transition to womanhood and prevent future delinquency, social support from others is essential
(Northwest Regional Educational Lab, 1998). Unfortunately, many of the girls came from broken
families and were left to their own devices since they were young. These girls missed positive female
role models at home, discipline and guidance, and the absence of an authority figure who can help them
with reason to make the value choices which so often confront and confuse them.
Participants
The current total population of the facility was 93% Chinese, 4% Indians, 3% Malay and others.
Residents at the research site are typically referred by the Juvenile Court of Singapore, agencies (e.g.,
family centers), schools, the Ministry of Community Development, Youth and Sports, or churches. All
students (N=53) at the home were invited to participate in the study as volunteers. They were assured
that their information is safe and that all information derived from this study would be reported in
terms of numbers and group findings, never in terms of real names. Fifty students agreed to participate,
representing 94% of students enrolled at the home.
Participants ranged in age from 12 to 19 years old and were in grades six through eleven. Due to the
fact that currently there is no consensual definition of E/BD or standard and reliable screening
instrument for children and youth at different ages in Singapore (Chen & Tan, 2006), students at the
home did not have a formal diagnosis of emotional/behavioral difficulties (E/BD). However, school
records of the participants indicated that girls at the home had a history of significant behavioral,
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emotional, social, and school related problems at their home campuses. Offences committed by the
girls range from status offence to property crime, dealing with drugs, and rioting.

The research method of this study was straightforward. With the aim of investigating female juvenile
delinquent and at-risk girls’ new school experience at the home, an interview protocol was constructed
for the study. The interview questions were raised to elicit responses to the learning program, the
personal development program, and the mentoring services and support groups. The author and two
research assistants conducted structured interviews with each of the participants. At stage 1, all sets of
data were analyzed using coding analysis of similar comments to facilitate the grouping of like-
responses. Statements and comments made by the girls were then categorized with regard to their
perceptions of their school experience. At the last stage of data analysis, findings were analyzed and
presented in three parts, each part describes the participants’ responses to each of the three key
components at the home.

Results
Girls’ Perceptions of Their New School Experience at the home
Experiential learning program. Participants were first asked how they felt about studying at the
learning program, as compared to studying in regular schools/their former schools. Responses showed
that the learning program was helpful. With regard to the learning environment at the program, 84% of
the participants indicated that they had sufficient time to complete the syllabus and course materials.
Most participants reported that at the program, there were suitable places to study after school (88%)
and that they have been able to relate to what was being taught (86%). Most participants (75%) also
appreciated the space and freedom they had at the program. Comments from students included: the
learning program is more flexible than other schools; it allows me to learn at my own pace; the
environment is quieter and less crowded which help me to concentrate and sizes of the classes were
very small. Though in general, the participants were satisfied with the learning program, there was also
a smaller percentage students reported that there was a lack of technology and multimedia resources
(12%) as well as personal items and stationeries (10%).

When participants were asked what were the things they liked about the learning program, they listed
the helpful teachers (60%), the flexible school structure (50%) and the small class size (44%). About
24% of the students mentioned that they liked the learning program because it was an alternative school
and that it was conducive and that individualized instruction was provided. About 15% of the
participants indicated that while they were in their former schools, their creativities were often
misinterpreted and abilities overlooked, but the learning program here gave them opportunities to
discover and develop their strengths and potentials. Participants also indicated that the convenient
location of the learning program was another advantage. Since the learning program was located at the
home, students could save time from travelling and be more focused. In addition, they could no longer
run away from school or hang out with their bad friends from outside. Though many of the
participants’ comments about the learning program were positive, there was a smaller percentage of
students (20%) reported that the learning program was the same as the regular schools. A minority of
students (10%) indicated they did not benefit from the teaching offered at the learning program, and
two (4%) others reported that it was difficult to cope at the learning program as it was not as well-
structured as the regular schools.
In terms of interactions with the teachers, about 74% of the students reported that teachers were
accessible, and they could typically reach them by walk-in office visit (36%), phone call (22%), and
email (6%). Some participants (N=20) also mentioned that they appreciated the teachers here because
they were friendlier and more approachable, and did not treat them as probationers nor show favoritism
like many teachers in the regular school did. When asked how the teachers had helped them, a fair
number of students (35%) mentioned that teachers at the learning program talked to them nicely,
motivated them and had expectations for them. About 23% of the participants reported that their
teachers often guided them patiently and with understanding.

Most of the students described their teachers as accommodating (96%) and willing to assist when they
had academic or personal problems (60%). More than half of the students (52%) reported that their
teachers were generally caring and supportive and 28% mentioned that teachers were sensitive to their
academic needs and paid more attention to them than their teachers in the regular school. Overall,
participants enjoyed their teachers and were thankful that they were very willing to go the extra mile
with them by helping them with homework, giving after-lesson tutorials, and advising and encouraging
them when they did not believe themselves.
Personal development program. According to the responses, the personal development services they
benefited most from were the Teen Pregnancy Unit (72%), followed by the Home Enterprise (32%),
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the Rehabilitation Programs (32%), and the Crisis and Child Protection Center (30%). About 27% of
the girls commented that it was the passion and commitment they had developed through their
participation in the program that help make better choices in life and become better persons. Five
percent of the participants indicated that their new faith in God had helped them make their efforts
succeed. Many of the students (54%) also indicated that pastors and counselors were also very helpful
when they encountered difficulties in their studies.

Participants were also asked what services they would like to have in addition to what were currently
offered. Nearly half of the participants (46%) expressed interest in having a home economics class that
teaches them homemaking skills, and 24% would like to attend a leadership development program. A
fair number of students (16%) indicated that they hoped the home could set up a service learning
program. There were also a few others mentioned that they could benefit from programs such as a full
fledged vocational training center (14%) and weekly Bible studies (12%).

Mentoring services and support groups. Responses from the majority of the participants (55%) showed
that their mentors were supportive and showed genuine concerns to them. Twelve percent of the
participants reported that their mentors were not only nice, they also confronted them when necessary,
and worked hard to help them solve their personal problems.

About half of the participants (51%) commented that because of their concerns about confidentiality,
they were reluctant to discuss sensitive issues such as sex and relationship with their families, and yet
they were able to trust and to openly communicate these matters with their mentors. Interviews with the
girls also indicated that the time they spent with their mentors had helped them clarify their
understanding about personal issues (45%), and they were able to ask for personal advice when facing
challenges (45%). When asked what their mentors did for them besides meeting them on a regular
basis, many of them (35%) said that they enjoyed journaling with a mentor who read and replied to
their concerns and issues. Sending messages through cell phone Short Messaging Service (SMS) to the
mentors and being able to receive responses right away also made many of the girls (47%) feel being
important. Interestingly, when asked what were the areas they would like to get more guidance from
their mentors, education was listed by the participants as a priority (58%), followed by social life
(46%), relationships (42%), bad habits (38%), future career (18%), and religion faith (12%).

Support groups which consist of both mentors and peers were created to provide girls opportunities to
discuss their frustrations and problem-solve issues in their lives with their peers under the guidance of
adults. Some girls (25%) reported that they were able to consider new career paths and get much-
needed economic knowledge through their support group discussions. Forty-five percent of the
participants mentioned that the support group meetings also provide a positive way for them to spend
free time and as a result established and strengthened supportive friendship.

Summary
Student perceptions of their school experience are integral to program development, implementation,
and evaluation, and examinations of these perceptions are proven tools in effective programming
(Settles & Orwick, 2003). This study was set out to obtain their overall perceptions of their new school
experience at the current alternative program. The value of this study lays in its ability listen to girls’
views which provide insights into how alternative education can effectively meet their needs and make
changes to improve their experience and performance at school. As it is with most other studies, this
study had some limitations. Though up to 94% percent of the students at the program participated, due
to the limited numbers of participants, there was a lack of generalizability of the study results. In
addition, research is limited in effects of programs for girls and young women. Current information
about the adequacy of alternative education services for girls engaged in delinquent behavior is also
lacking.
While there are some flaws, this study did reveal a couple interesting finding. Student reported that
they appreciated the convenient location, the optimal learning environment, and the space and freedom
here at the program. However, what they liked most about the learning program were the helpful
teachers.

Reports from the participants also showed that the personal development program and the mentoring
and support groups were able to support their needs beyond the classroom. The personal development
program had helped them to make good choices and obtain needed health and social services in the
community, and the Teen Pregnancy Unit was the most beneficial program. Responses also indicated
that girls would like to have courses that teach them home economics and leadership skills. With regard
to the mentoring services and support groups, participants reported that they had enjoyed the
meaningful relationships with their mentors and that they appreciated their guidance and counseling.
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Education, social life, relationships, bad habits, future career and faith were areas they needed more
guidance.

Discussion and Suggestions
Seeing school experience from the students’ perspectives provides insights into how alternative
education can meet their needs and make changes to improve their experience and performance.
Findings of the study indicated that in order to effectively respond to the unique needs of female
juvenile delinquents and at risk girls, an intense level of academic, emotional, and social support and a
pastoral environment that communicates a depth of caring are essential.

The girls’ perceptions of their learning experience at the learning program also indicated that the small
student-staff ratio and the experiential learning opportunities incorporated into the learning program
model were effective. The learning program’s focusing on the immediate needs of each student allowed
for a learner-centered environment that encouraged the girls to take an active role in learning and
relationship building. However, according to the responses, it is suggested that learning program should
provide more learning resources and structure.

Meaningful relationships with staff at the program are also critical. Involvement with at least one
significant positive adult or a positive peer group is essential in providing effective and lasting
outcomes. Further, programming must help at-risk girls and juvenile female offenders develop and
strengthen personal support networks, including positive peer group and mentors, in order to reconnect
them into the community. An emphasis on the development of vocational and effective decision-
making skills can also be helpful.
The heart of the success of alternative education is the teachers. Girls repeatedly stated that it was the
caring and helpful teachers and mentors who made the difference. Girls appreciated the staff who
helped them cope with negative attitudes toward the value of education and went the extra mile with
them when they struggled with studies. The importance of having dedicated, caring teachers cannot be
overestimated.

The quality of school experience and student characteristics can not be separated as the combination of
both is essential to the student’s success. Therefore, programming adapted to girls’ developmental
needs and holistic development is more likely to result in positive outcomes, including healthy
attitudes, behaviors and lifestyles, as well as positive outlook of life.
Though our society has made progress in serving girls in trouble, many schools and communities are
still unprepared to meet the needs of girls who are involved in or at-risk of becoming involved in the
juvenile justice system. There is much to be done to effectively guide prevention and intervention
efforts and fill gaps in service for young girls and young women. Examining perceptions of students in
the alternative school helps to enhance the quality of programs. Further investigation in this area could
contribute to enhancing quality of alternative education services.

References
American Bar Association and National Bar Association. (2001). Justice by gender: The lack of
appropriate prevention, diversion, and treatment alternatives for girls in the justice system.
Washington, DC: Author.
Calhoun, J. A. (2004). The deeper principles of prevention. Reclaiming Children and Youth, 13(1), 2-4.
Chen, K., & Tan, C. S. (2006). Education and services for children and youth with
emotional/behavioral problems in Singapore. Preventing School Failure, 50(2), 37- 42.
Chesney-Lind, M., & Shelden, R. G. (2004). Girls, delinquency, and juvenile justice (3rd ed.). Pacific
Grove, CA: Brooks/Cole Publishing.
Kentucky Center for School Safety. (n.d.). Best practices in alternative education:Kentucky and
beyond. Retrieved May 25, 2007 from http://www.kysafeschools.org/clear/best/alted.html
Settles, D., & Orwick, B. (2003). Alternative education: Past, present and next steps.Richmond, KY:
Kentucky Center for School Safety Clearinghouse.
Northwest Regional Educational Lab. (1998). Guiding principles for promising female programming:
An inventory of best practices. Portland, OR: Author.

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